RESEARCH METHODOLOGY
This chapter concerns with the methodology of conducting the research. To elaborate more clearly, this chapter will be elucidated in five parts, namely: a
context of the research, b method of the research, c research procedures, d technique of collecting data, e technique of analyzing data, and f schedules of
the research. The elaboration on each part will be presented as follows.
A. Context of the Research
1. Setting of the Research
The classroom action research was conducted at SMU 2 Sukoharjo. It is located to outskirts of Surakarta, at Mendungan Pabelan district on Kartasura-Surakarta Avenue in Sukoharjo regency. Among the eleventh grade study
programs, it has one Language Program equipped with a language laboratory, LCD projector, and laptop. The eleventh grade class of Language Program is near the front school gate. It faces to the public street that is surrounded by local
communities.
The research was carried out during semester two starting from March 23
rd
until June 17
th
2010 in the Academic
Year of 2009 2010. The English language-teaching program consists of general English at formal hours and remedial English at 14.00 to 16.00 pm. The formal class has seventeen-week class meetings, each of which meets for five hours of
formal instruction on Thursday, Friday, and Saturday. The remedial class starts on the beginning of February to the end of March 2010.
a. Classroom Situation The situation where the language is used in the classroom is relaxed but
seriously. This typical situation is commonly found in public school community where they like to present a serious thing in relaxed manner. The main thing is not
the result of their discussion but they use the language for the purpose of maintaining social relationship and intimacy and surviving in their community.
Usually the language used by teachers is formal in the opening statements and later on tends to be informal when students think they do not have any social and
geographical barriers among them. It happens in small informal intra-group interactions; therefore the community of the Language Program of the eleventh
grade class has primary relationship where they are close and well known to each
other. It causes the conversation that can be in long duration as participated by small number of participants.
b. Classroom Interaction 1 Classroom interaction between students and students
The eleventh grade class community is between lower and middle classes. They both know well standard and mother tongue languages. However, they
seldom switch from Indonesian to English as bilingualism as it is not unusual in their daily conversation. Although the use of English for everyday conversation is
still seldom to find among the students, its use is still mostly continued even somewhat out from
an air of ―public speaking―. For most of the eleventh grade class of Language Program, it is rapidly becoming more and more an integral part
of their efforts in coping to learn the daily cultural life and will become even more so as the present generation of school faces globalization era.
2 Classroom Interaction between Students and Teacher
The situation is less teacher-friendly and student-friendly interaction. The English language teaching done by the teacher is somewhat difficult to follow, with not clearly identified teaching points, carefully organized and sequenced units,
comfortable pacing, and a lack variety of stimulating and enjoyable learning tasks. It provides fewer media to use in the classroom which is useful for both the students and teacher to interact. The students need to relate media they watch, hear,
feel, and touch with the real things around them, while the teacher need media to get the maximum benefit of the teaching- learning achievement.
2. Subject of the Research
